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Different Starting Points for English Language Learning: A Comparative Study of Danish and Spanish Young Learners
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Muñoz, Carmen; Cadierno, Teresa; Casas, Isabel – Language Learning, 2018
This study compared receptive English grammar skills of two groups of 7- and 9-year-old Danish children at the beginning of second language (L2) instruction in English, and two groups of Spanish/Catalan children of the same age after several years of instruction. The study examined the influence of two language-related factors (receptive…
Descriptors: English (Second Language), Second Language Learning, Receptive Language, Grammar
Placeholders in the English Interlanguage of Bilingual (Basque/Spanish) Children
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Maria del Pilar Garcia Mayo; Amparo Lazaro Ibarrola; Juana M. Liceras – Language Learning, 2005
In this article we provide an explanation for 2 syntactic phenomena whose systematic production has been observed in the English nonnative grammar of 3 different age groups of 58 bilingual (Basque/Spanish) children after 4 years of exposure to English in a formal setting: (a) insertion of "is" before a lexical verb and (b) insertion of a…
Descriptors: Bilingualism, Grammar, Verbs, Spanish
An Analysis of the Relationships between Test Takers' Cognitive and Metacognitive Strategy Use and Second Language Test Performance.
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Purpura, James Enos – Language Learning, 1997
Investigates the relationship between test takers' strategy and their performance on second-language tests (SLTP) comprising an 80-item Cognitive and Metacognitive Strategy Questionnaire and a 70-item standardized language test. Results explain SLTP by grammar and reading ability; cognitive processing by comprehending, storing, and retrieval…
Descriptors: Cognitive Processes, Foreign Countries, Grammar, Language Tests
Negative Feedback Incorporation Among High-Proficiency and Low-Proficiency Chinese-Speaking Learners of Spanish.
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Lin, Yue-Hong; Hedgcock, John – Language Learning, 1996
Analyzes the incorporation patterns of well-educated, but low proficiency, Chinese immigrants (n=4) to Spain and of high-proficiency Chinese university students (n=4) with extensive formal training in Spanish. Findings reveal that whereas the university students showed awareness of error and successfully incorporated native speakers' corrections,…
Descriptors: Cognitive Processes, College Students, Comparative Analysis, Error Correction